Wednesday, 21 September 2016
Thursday, 8 September 2016
MICROTEACHING
MICROTEACHING
Micro-teaching is a teacher training and
faculty development technique whereby the teacher reviews
a recording of a teaching session, in order to get constructive feedback
from peers and/or students about what has worked and what improvements can be
made to their teaching technique. Micro-teaching was invented in the mid-1960s
at Stanford University by Dwight W. Allen,
and has subsequently been used to develop educators in all forms of education.
In
the original process, a teacher was asked to prepare a short lesson (usually 20
minutes) for a small group of learners who may not be have been their own
students. This was then recorded on video. After the lesson, the teacher,
teaching colleagues, a master teacher and the students together viewed the
videotape and commented on what they saw happening, referencing the teacher's
learning objectives. Seeing the video and getting comments from colleagues and
students provided teachers with an often intense "under the
microscope" view of their teaching.
Microteaching is a technique aiming to
prepare teacher candidates to the real classroom setting (Brent & Thomson,
1996). Microteaching can also defined as a teaching technique
especially used in teachers' pre-service education to train them systematically
by allowing them to experiment main teacher behaviors.
Micro-teaching
concentrates on specific teaching behaviour Micro-teaching is a scale- down
sample of teaching. Just as a driver will not give his first lesson to a
learner on a highway, where there is continuous flow to traffic; so also a
pupil-teacher should not be exposed to a real situation even in the
beginnings and provides opportunity for practising teaching under controlled
conditions. So through micro-teaching, the behaviour of the teacher and pupil
is modified and the teaching-learning process is more effective by the skill
training.
SUBMITTED ON
22/09/2016
SUBMITTED ON
22/09/2016
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